Generation of maximum spin entanglement induced by cavity field in quantum-dot systems

Equivalent-neighbor interactions of the conduction-band electron spins of quantum dots in the model of Imamoglu et al. [Phys. Rev. Lett. 83, 4204 (1999)] are analyzed. Analytical solution and its Schmidt decomposition are found and applied to evaluate how much the initially excited dots can be entangled to the remaining dots if all of them are initially disentangled. It is demonstrated that the perfect maximally entangled states (MES) can only be generated in the systems of up to 6 dots with a single dot initially excited. It is also shown that highly entangled states, approximating the MES with a good accuracy, can still be generated in systems of odd number of dots with almost half of them being excited. A sudden decrease of entanglement is observed by increasing the total number of dots in a system with a fixed number of excitations.Comment: 6 pages, 7 figures, to appear in Phys. Rev.

Fractal Scales in a Schwarzschild Atmosphere

Recently, Glass and Krisch have extended the Vaidya radiating metric to include both a radiation fluid and a string fluid [1999 Class. Quantum Grav. vol 16, 1175]. Mass diffusion in the extended Schwarzschild atmosphere was studied. The continuous solutions of classical diffusive transport are believed to describe the envelope of underlying fractal behavior. In this work we examine the classical picture at scales on which fractal behavior might be evident.Comment: to appear in Class. Quantum Gra

Bridging the Gap: Cognitive and social approaches to research in second language learning and teaching.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139862/1/SSLA2014.pd

Individual differences in second language speech learning in classroom settings: roles of awareness in the longitudinal development of Japanese learners’ English /ɹ/ pronunciation

The current study longitudinally examined a crucial individual difference variable—i.e., awareness (operationalized as explicit attention and articulatory knowledge)—in adult second language (L2) speech learning in the context of 40 Japanese learners’ English /ɹ/ pronunciation development in an EFL classroom. The participants’ speech, elicited from word reading, sentence reading and timed picture description tasks at the beginning and end of one academic semester, were analyzed in terms of three acoustic dimensions of English /ɹ/—third formant (F3), second formant (F2) and duration. Whereas the participants showed gains in the relatively easy aspect of the English /ɹ/ acquisition (F2 reduction) as a function of increased L2 input, their explicit awareness of accurate English /ɹ/ pronunciation played a significant role in the acquisition of the relatively difficult dimension (lengthening phonemic duration). The awareness-acquisition link was not found, however, for the most difficult dimension (F3 reduction) at least within the timeframe of the project

Finite time and asymptotic behaviour of the maximal excursion of a random walk

We evaluate the limit distribution of the maximal excursion of a random walk in any dimension for homogeneous environments and for self-similar supports under the assumption of spherical symmetry. This distribution is obtained in closed form and is an approximation of the exact distribution comparable to that obtained by real space renormalization methods. Then we focus on the early time behaviour of this quantity. The instantaneous diffusion exponent $\nu_n$ exhibits a systematic overshooting of the long time exponent. Exact results are obtained in one dimension up to third order in $n^{-1/2}$. In two dimensions, on a regular lattice and on the Sierpi\'nski gasket we find numerically that the analytic scaling $\nu_n \simeq \nu+A n^{-\nu}$ holds.Comment: 9 pages, 4 figures, accepted J. Phys.

Dimension in a Radiative Stellar Atmosphere

Dimensional scales are examined in an extended 3+1 Vaidya atmosphere surrounding a Schwarzschild source. At one scale, the Vaidya null fluid vanishes and the spacetime contains only a single spherical 2-surface. Both of these behaviors can be addressed by including higher dimensions in the spacetime metric.Comment: to appear in Gen. Rel. Gra

Towards a modular language curriculum for using tasks

Task-based language teaching (TBLT) and task-supported language teaching (TSLT) are often seen as incompatible as they draw on different theories of language learning and language teaching. The position adopted in this article, however, is that both approaches are needed especially in instructional contexts where ‘pure’ task-based teaching may be problematic for various reasons. The article makes a case for a modular curriculum consisting of separate (i.e. non-integrated) task-based and structure-based components. Different curriculum models are considered in the light of what is known about how a second language is learned. The model that is proposed assumes the importance of developing fluency first. It consists of a primary task-based module implemented with focus-on-form (Long, 1991) and, once a basic fluency has been achieved, supported by a secondary structural module to provide for explicit accuracy-oriented work to counteract learned selective attention (N. Ellis, 2006): one of the main sources of persistent error. The article also addresses the content and grading of the task-based and structural modules. It considers the factors that need to be considered in the vertical and horizontal grading of tasks but also points out that, for the time being, syllabus designers will have to draw on their experience and intuition as much as on research to make decisions about how to sequence tasks. An argument is presented for treating the structural component as a checklist rather than as a syllabus so as to allow teachers to address selectively those features that are found to be problematic for their students when they perform tasks

Focus on form: A critical review

‘Focus on form’ (FonF) is a central construct in task-based language teaching. The term was first introduced by Michael Long to refer to an approach where learners’ attention is attracted to linguistic forms as they engage in the performance of tasks. It contrasts with a structure-based approach – ‘focus on forms’ (FonFs) – where specific linguistic forms are taught directly and explicitly. However, there is perhaps no construct in second language acquisition (SLA) that has proved so malleable and shifted in meaning so much. This review article begins by considering how Long’s original definition of it has stretched over time and then offers an updated definition of the construct based on the view that the term is best used to refer to specific kinds of ‘activities’ or ‘procedures’ rather than to an ‘approach’. A classification of different types of focus-on-form activities/procedures is then presented. There follows a discussion of focus on form from a psycholinguistic and discoursal perspective along with a review of research relevant to these perspectives. The article addresses a number of criticisms that have been levelled against focus on form, with special consideration paid to how focus on form can be utilized in instructional contexts where more traditional (i.e. FonFs) approaches have been the norm